Detailed Table of Contents
Chapter 1: Biopsychology as a Neuroscience: What is Biopsychology Anyway?
The Case of Jimmie G., the Man Frozen in Time
Four Major Themes of This Book
Thinking Clearly About Biopsychology
Clinical Implications
The Evolutionary Perspective
Neuroplasticity
1.1 What is Biopsychology?
1.2 What is the Relation between Biopsychology and the Other Disciplines of Neuroscience?
1.3 What Types of Research Characterize the Biopsychology Approach?
Human and Nonhuman Subjects
Experiments and Nonexperiments
Quasiexperimental Studies
Pure and Applied Research
1.4 What are the Divisions of Biopsychology?
Physiological Psychology
Psychopharmacology
Neuropsychology
The Case of Mr. R., the Brain-Damaged Student Who Switched to Architecture
Psychophysiology
Cognitive Neuroscience
Comparative Psychology
1.5 Converging Operations: How Do Biopsychologists Work Together?
1.6 Scientific Inference: How Do Biopsychologists Study the Unobservable Workings of the Brian?
1.7 Critical Thinking about Biopsychological Claims
Case 1: Jose and the Bull
Case 2: Becky, Moniz, and Prefrontal Lobotomy
Chapter 2: Evolution, Genetics, and Experience: Thinking about the Biology of Behavior
2.1 Thinking about the Biology of Behavior: From Dichotomies to Relations and Interactions
Is It Physiological, or Is It Psychological?
Is It Inherited, or Is It Learned?
Problems with Thinking about the Biology of Behavior in Terms of Traditional Dichotomies
A Model of the Biology of Behavior
2.2 Human Evolution
Evolution and Behavior
Course of Human Evolution
Thinking about Human Evolution
Evolution of the Human Brain
Evolutionary Psychology: Understanding Mate Bonding
Thinking about Evolutionary Psychology
2.3 Fundamental Genetics
Mendelian Genetics
Chromosomes: Reproduction, Linkage, and Recombination
Chromosome: Structure and Replication
Sex Chromosomes and Sex-Linked Traits
The Genetic Code and Gene Expression
Mitochondrial DNA
Modern Genetics
2.4 Behavioral Development: The Interaction of Genetic Factors and Experience
Selective Breeding of “Maze-Bright” and “Maze-Dull” Rats
Phenylketonuria: A Single-Gene Metabolic Disorder
Development of Birdsong
2.5 The Genetics of Human Psychological Differences
Development of Individuals versus Development of Differences among Individuals
Minnesota Study of Twins Reared Apart
Chapter 3: The Anatomy of the Nervous System: The System, Structures, and Cells That Make Up Your Nervous System
3.1 General Layout of the Nervous System
Division of the Nervous System
Meninges, Ventricles, and Cerebrospinal Fluid
Blood-Brain Barrier
3.2 Cells of the Nervous System
Anatomy of Neurons
Glial Cells: The Forgotten Majority
3.3 Neuroanatomical Techniques and Directions
Neuroanatomical Techniques
Directions in the Vertebrate Nervous System
3.4 The Spinal Cord
3.5 The Five Major Divisions of the Brain
3.6 Major Structures of the Brain
Myelencephalon
Metencephalon
Mesencephalon
Diencephalon
Telencephalon
Chapter 4 Neural Conduction and Synaptic Transmission: How Neurons Send and Receive Signals
The Lizard, a Case of Parkinson’s Disease
4.1 The Neuron’s Resting Membrane Potential
Recording the Membrane Potential
The Resting Membrane Potential
4.2 Generation and Conduction of Postsynaptic Potentials
4.3 Integration of Postsynaptic Potentials and Generation of Action Potentials
4.4 Conduction of Action Potentials
The Ionic Basis of Action Potentials
Refractory Periods
Axonal Conduction of Action Potentials
Conduction in Myelinated Axons
The Velocity of Axonal Conduction
Conduction in Neurons without Axons
The Hodgkin-Huxley Model and the Changing View of Dendritic Function
4.5 Synaptic Transmission: Chemical Transmission of Signals from One Neuron to Another
Structure of Synapses
Synthesis, Packaging, and Transport of Neurotransmitter Molecules
Release of Neurotransmitter Molecules
Activation of Receptors by Neurotransmitter Molecules
Reuptake, Enzymatic Degradation, and Recycling
Glial Function and Synaptic Transmission
4.6 The Neurotransmitters
Amino Acid Neurotransmitters
Monoamine Neurotransmitters
Acetylcholine
Unconventional Neurotransmitters
Neuropeptides
4.7 Pharmacology of Synaptic Transmission and Behavior
How Drugs Influence Synaptic Transmission
Behavioral Pharmacology: Three Influential Lines of Research
Chapter 5 The Research Methods of Biopsychology: Understanding What Biopsychologists Do
The Ironic Case of Professor P.
PART ONE
5.1 Methods of Visualizing and Stimulating the Living Human Brain
Contrast X-Rays
X-Ray Computed Tomography
Magnetic Resonance Imaging
Positron Emission Technology
Functional MRI
Magnetoencephalography
Brain-Image Archives
Transcranial Magnetic Stimulation
5.2 Recording Human Psychophysiological Activity
Scalp Electroencephalography
Muscle Tension
Eye Movement
Skin Conductance
Cardiovascular Activity
5.3 Invasive Physiological Research Methods
Stereotaxic Surgery
Lesion Methods
Electrical Stimulation
Invasive Electrophysiological Recording Methods
5.4 Pharmacological Research Methods
Routes of Drug Administration
Selective Chemical Lesions
Measuring Chemical Activity of the Brain
Location Neurotransmitters and Receptors in the Brain
5.5 Genetic Engineering
Gene Knockout Techniques
Gene Replacement Techniques
PART TWO: Behavioral Research Methods of Biopsychology
5.6 Neuropsychological Testing
Modern Approach to Neuropsychological Testing
Tests of the Common Neuropsychological Test Battery
Tests of Specific Neuropsychological Function
Frontal Lobe Function
5.7 Behavioral Methods of Cognitive Neuroscience
5.8 Biopsychological Paradigms of Animal Behavior
Paradigms for Assessment of Species-Common Behaviors
Traditional Conditioning Paradigms
Seminatural Animal Learning Paradigms
Chapter 6 The Visual System: How We See
The Case of Mrs. Richards: Fortification Illusions and the Astronomer
6.1 Light Enters the Eye and Reaches the Retina
The Pupil and the Lens
Eye Position and Binocular Disparity
6.2 The Retina and Translation of Light into Neural Signals
Cone and Rod Vision
Spectral Sensitivity
Eye Movement
Visual Transduction: The Conversion of Light to Neural Signals
6.3 From Retina to Primary Visual Cortex
Retinotopic Organization
The M and P Channels
6.4 Seeing Edges
Lateral Inhibition and Contrast Enhancement
Receptive Fields of Visual Neurons
Receptive Fields: Neurons of the Retina-Geniculate-Striate System
Receptive Fields: Simple Cortical Cells
Receptive Fields: Complex Cortical Cells
Columnar Organization of Primary Visual Cortex
The Case of Mrs. Richards Revisited
Plasticity of Receptive Fields of Neurons in the Visual Cortex
6.5 Seeing Color
Component and Opponent Processing
Color Constancy and the Retinex Theory
6.6 Cortical Mechanisms of Vision and Conscious Awareness
Damage to Primary Visual Cortex: Scotomas and Completion
The Case of the Physiological Psychologist Who Made Faces Disappear
Damage to Primary Visual Cortex: Scotomas, Blindsight, and Conscious Awareness
The Case of D.B., the Man Confused by His Own Blindsight
Functional Areas of Secondary and Association Visual Cortex
Dorsal and Ventral Streams
The Case of D.F., the Woman Who Could Grasp Objects She Did Not Consciously See
The Case of A.T., the Woman Who Could Not Accurately Grasp Unfamiliar Objects That She Saw
Prosopagnosia
Conclusion
Chapter 7 Mechanisms of Perception: Hearing, Touch, Smell, Taste, and Attention: How You Know the World
The Case of the Man Who Could Only Hear One Thing at a Time
7.1 Principals of Sensory System Organization
Hierarchical Organization
The Case of the Man Who Mistook His Wife for a Hat
Functional Segregation
Parallel Processing
The Current Model of Sensory System Organization
7.2 Auditory System
The Ear
From the Ear to the Primary Auditory Cortex
Subcortical Mechanisms of Sound Localization
Primary and Secondary Auditory Cortex
Effects of Damage to the Auditory System
7.3 Somatosensory System: Touch and Pain
Cutaneous Receptors
Dermatomes
The Two Major Somatosensory Pathways
Cortical Areas of Somatosensation
Effects of Damage to the Primary Somatosensory Cortex
Somatosensory System and Association Cortex
The Case of W.M., Who Reduced His Scotoma with His Hand
Somatosensory Agnosias
The Case of Aunt Betty, Who Lost Half of Her Body
The Perception of Pain
Neuropathic Path
7.4 The Chemical Senses: Smell and Taste
The Olfactory System
The Gustatory System
Brain Damage and the Chemical Senses
7.5 Selective Attention
Change Blindness
Neural Mechanisms of Attention
Simultanagnosia
Chapter 8 The Sensorimotor System: How You Move
The Case of Rhonda, The Dexterous Cashier
8.1 The Principles of Sensorimotor Function
The Sensorimotor System Is Hierarchically Organized
Motor Output is Guided by Sensory Input
The Case of G.O., the Man with Too Little Feedback
Learning Changes the Nature and Locus of Sensorimotor Control
A General Model of Sensorimotor System Function
8.2 Sensorimotor Association Cortex
Posterior Parietal Association Cortex
The Case of Mrs. S., the Woman Who Turned in Circles
Dorsolateral Prefrontal Association Cortex
8.3 Secondary Motor Cortex
Identifying the Areas of Secondary Motor Cortex
Mirror Neurons
8.4 Primary Motor Cortex
Conventional View of Primary Motor Cortex
Current View of Primary Motor Cortex
Belle: The Monkey That Controlled a Robot with Her Mind
Effects of Primary Motor Cortex Lesions
8.5 Cerebellum and Basal Ganglia
Cerebellum
Basal Ganglia
8.6 Descending Motor Pathways
Dorsolateral Corticospinal Tract and Dorsolateral Corticorubrospinal Tract
Ventromedial Corticospinal Tract and Ventromedial Cortico-brainstem-spinal Tract
Comparison of the Two Dorsolateral Motor Pathways and the Two Ventromedial Motor Pathways
8.7 Sensory Spinal Circuits
Muscles
Receptor Organs of Tendons and Muscles
Stretch Reflex
Withdrawal Reflex
Reciprocal Innervation
Recurrent Collateral Inhibition
Walking: A Complex Sensorimotor Reflex
8.8 Central Sensorimotor Programs
Central Sensorimotor Programs Are Capable of Motor Equivalence
Sensory Information That Controls Central Sensorimotor Programs Is Not Necessarily Conscious
Central Sensorimotor Programs Can Develop without Practice
Practice Can Create Central Sensorimotor Programs
Functioning Brain Imaging of Sensorimotor Learning
The Case of Rhonda Revisited
Chapter 9 Development of the Nervous System: From Fertilized Egg to You
The Case of Genie
9.1 Phases of Neurodevelopment
Induction of the Neural Plate
Neural Proliferation
Migration and Aggregation
Migration
Aggregation
Axon Growth and Synapse Formation
Axon Growth
Synapse Formation
Neuron Death and Synapse Rearrangement
Neuron Death
Synapse Rearrangement
9.2 Postnatal Cerebral Development in Human Infants
Postnatal Growth of the Human Brain
Development of the Prefrontal Cortex
9.3 Effects of Experience on the Early Development, Maintenance, and Reorganization of Neural Circuits
Early Studies of Experience and Neurodevelopment: Deprivation and Enrichment
Competitive Nature of Experience and Neurodevelopment: Ocular Dominance Columns
Effects of Experience on Topographic Sensory Cortex Maps
Mechanisms by Which Experience Might Influence Neurodevelopment
9.4 Neuroplasticity in Adults
Neurogenesis in Adult Mammals
Effects of Experience on the Reorganization of the Adult Cortex
9.5 Disorders of Neurodevelopment: Autism and Williams Syndrome
Autism
The Case of Alex: Are You Ready to Rock?
Autism is a Heterogeneous Disorder
Autistic Savants
Genetic Basis of Autism
Neural Mechanisms of Autism
Williams Syndrome
The Case of Anne Louise McGarrah: The Uneven Abilities of Williams Syndrome
Chapter 10: Brain Damage and Neuroplasticity: Can the Brain Recover from Damage?
The Ironic Case of Professor P.
10.1 Causes of Brain Damage
Brain Tumors
Cerebrovascular Disorders: Strokes
Cerebral Hemorrhage
Cerebral Ischemia
Closed-Head Injuries
The Case of Jerry Quarry: Ex-Boxer
Infections of the Brain
Neurotoxins
Genetic Factors
Programmed Cell Death
10.2 Neuropsychological Diseases
Epilepsy
The Subtlety of Complex Partial Seizures: Two Cases
Parkinson’s Disease
Huntington’s Disease
Multiple Sclerosis
Alzheimer’s Disease
10.3 Animal Models of Human Neuropsychological Disease
Kindling Model of Epilepsy
Transgenic Mouse Model of Alzheimer’s Disease
MPTP Model of Parkinson’s Disease
The Case of the Frozen Addicts
10.4 Neuroplastic Responses to Nervous System Damage: Degeneration, Regeneration, Reorganization, and Recovery
Neural Degeneration
Neural Regeneration
Neural Reorganization
Recovery of Function after Brain Damage
10.5 Neuroplasticity and the Treatment of Nervous System Damage
Reducing Brain Damage by Blocking Neurodegeneration
Promoting Recovery from CNS Damage by Promoting Regeneration
Promoting Recovery from CNS Damage by Neurotransplantation
The Case of Roberto Garcia d’Orta: The Lizard Gets an Autotransplant
Promoting Recovery from CNS Damage by Rehabilitative Training
The Cases of Tom and Philip: Phantom Limbs and Ramachandran
The Ironic Case of Professor P.: Recovery
Chapter 11: Learning, Memory, and Amnesia: How Your Brain Stores Information
11.1 Amnesic Effects of Bilateral Medial Temporal Lobectomy
The Case of H.M., the Man Who Changed the Study of Memory
Formal Assessment of H.M.’s Anterograde Amnesia
Scientific Contributions of H.M.’s Case
Medial Temporal Lobe Amnesia
Semantic and Episodic Memories
The Case of K. C.: The Man Who Can’t Time Travel
The Case of the Clever Neuropsychologist: Spotting Episodic Memory Deficits
Effects of Cerebral Ischemia on the Hippocampus and Memory
The Case of R.B.: Product of a Bungled Operation
11.2 Amnesia of Korsakoff’s Syndrome
The Up-Your-Nose Case of N.A.
11.3 Amnesia of Alzheimer’s Disease
11.4 Amnesia after Concussion: Evidence for Consolidation
Posttraumatic Amnesia
Gradients of Retrograde Amnesia and Memory Consolidation
Reconsolidation
The Hippocampus and Consolidation
11.5 Neuroanatomy of Object-Recognition Memory
Monkey Model of Object-Recognition Amnesia: The Delayed Nonmatching-to-Sample Test
The Delayed Nonmatching-to-Sample Test for Rats
Neuroanatomical Basis of the Object-Recognition Deficits Resulting from Medial Temporal Lobectomy
11.6 The Hippocampus and Memory for Spatial Location
Hippocampal Lesions Disrupt Spatial Memory
Hippocampal Place Cells
Comparative Studies of the Hippocampus and Spatial Memory
Theories of Hippocampal Function
11.7 Where Are Memories Stored?
Inferotemporal Cortex
Amygdala
Prefrontal Cortex
The Case of the Cook Who Couldn’t
Cerebellum and Striatum
11.8 Synaptic Mechanisms of Learning and Memory
Long-Term Potentiation
Induction of LTP: Learning
Maintenance and Expression of LTP: Storage and Recall
Variability of LTP
11.9 Conclusion: Infantile Amnesia and the Biopsychologist Who Remembered H.M.
Infantile Amnesia
Posttraumatic Amnesia and Episodic Memory
The Case of R.M., the Biopsychologist Who Remembered H.M.
Chapter 12: Hunger, Eating, and Health: Why Do Many People Eat Too Much?
The Case of the Man Who Forgot Not to Eat
12.1 Digestion, Energy Storage, and Energy Utilization
Energy Storage in the Body
Three Phases of Energy Metabolism
12.2 Theories of Hunger and Eating: Set Points versus Positive Incentives
Set-Point Assumption
Glucostatic and Lipostatic Set-Point Theories of Hunger and Eating
Problems with Set-Point Theories of Hunger and Eating
Positive-Incentive Perspective
12.3 Factors That Determine What, When, and How Much We Eat
Factors That Determine What We Eat
Factors That Influence When We Eat
Factors That Influence How Much We Eat
12.4 Physiological Research on Hunger and Satiety
Role of Blood Glucose Levels in Hunger and Satiety
Myth of Hypothalamic Hunger and Satiety Centers
Role of the Gastrointestinal Tract in Satiety
Hunger and Satiety Peptides
Serotonin and Satiety
Prader-Willi Syndrome: The Case of Miss A.
12.5 Body Weight Regulation: Set Points versus Settling Points
Set-Point Assumptions about Body Weight and Eating
Set Points and Settling Points in Weight Control
12.6 Human Obesity: Causes, Treatments, and Mechanisms
Why Is There an Epidemic of Obesity?
Why Do Some People Become Obese While Others Do Not?
Why Are Weight-Loss Programs Typically Ineffective?
The Case of the Child with No Leptin
Serotonergic Drugs and the Treatment of Obesity
12.7 Anorexia and Bulimia Nervosa
The Relation Between Anorexia and Bulimia
Anorexia and Positive Incentives
The Case of the Anorexic Student
Chapter 13: Hormones and Sex: What’s Wrong with the Mamawawa?
The Developmental and Activational Effects of Sex Hormones
The Men-Are-Men-and-Women-Are-Women Assumption
13.1 The Neuroendocrine System
Glands
Classes of Hormones
Gonads
Sex Steroids
Hormones of the Pituitary
Female Gonadal Hormone Levels Are Cyclic; Male Gonadal Hormone Levels Are Steady
Neural Control of the Pituitary
Control of the Anterior and Posterior Pituitary by the Hypothalamus
Discovery of Hypothalamic Releasing Hormones
Regulation of Hormone Levels
Pulsatile Hormone Release
A Summary Model of Gonadal Endocrine Regulation
13.2 Hormones and Sexual Development
Fetal Hormones and the Development of Reproductive Organs
Sex Differences in the Brain
Perinatal Hormones and Behavioral Development
Puberty: Hormones and the Development of Secondary Sex Characteristics
13.3 Three Cases of Exceptional Human Sexual Development
The Case of Anne S., the Woman Who Wasn’t
The Case of the Little Girl Who Grew into a Boy
The Case of the Twin Who Lost His Penis
Do the Exceptional Cases Prove the Rule?
13.4 Effects of Gonadal Hormones on Adults
Male Reproduction-Related Behavior and Testosterone
The Case of the Man Who Lost and Regained His Manhood
Female Reproduction-Related Behavior and Gonadal Hormones
Anabolic Steroid Abuse
The Neuroprotective Effects of Estradiol
13.5 Neural Mechanisms of Sexual Behavior
Structural Differences between the Male Hypothalamus and the Female Hypothalamus
The Hypothalamus and Male Sexual Behavior
The Hypothalamus and Female Sexual Behavior
13.6 Sexual Orientation, Hormones, and the Brain
Sexual Orientation and Genes
Sexual Orientation and Early Hormones
What Triggers the Development of Sexual Attraction?
Is There a Difference in the Brains of Homosexuals and Heterosexuals?
Transsexualism
The Independence of Sexual Orientation and Sexual Identity
Chapter 14: Sleep, Dreaming, and Circadian Rhythms: How Much Do You Need to Sleep?
The Case of the Woman Who Wouldn’t Sleep
14.1 The Measures and Stages of Sleep
The Three Standard Psychophysiological Measures of Sleep
Four Stages of Sleep EEG
14.2 REM Sleep and Dreaming
Testing Common Beliefs about Dreaming
The Interpretation of Dreams
14.3 Why Do We Sleep, and Why Do We Sleep When We Do?
14.4 Comparative Analysis of Sleep
14.5 Circadian Sleep Cycles
Free-Running Circadian Sleep-Wake Cycles
Jet Lag and Shift Work
14.6 Effects of Sleep Deprivation
Personal Experience of Sleep Deprivation: A Cautionary Note
Two Classic Sleep-Deprivation Case Studies
The Case of the Sleep-Deprived Students
The Case of Randy Gardner
Experimental Studies of Sleep Deprivation in Humans
Sleep-Deprivation Studies with Laboratory Animals
REM-Sleep Deprivation
Sleep Deprivation Increases the Efficiency of Sleep
14.7 Four Areas of the Brain Involved in Sleep
Two Areas of the Hypothalamus Involved in Sleep
The Case of Constantin von Economo, the Insightful Neurologist
Reticular Activating System and Sleep
Reticular REM-Sleep Nuclei
14.8 The Circadian Clock: Neural and Molecular Mechanisms
Location of the Circadian Clock in the Suprachiasmatic Nuclei
Mechanisms of Entrainment
Genetics of Circadian Rhythms
14.9 Drugs That Affect Sleep
Hypnotic Drugs
Antihypnotic Drugs
Melatonin
14.10 Sleep Disorders
Insomnia
Mr. B., the Case of Iatrogenic Insomnia
Hypersomnia
REM-Sleep-Related Disorders
The Case of the Sleeper Who Ran Over Tackle
14.11 The Effects of Long-Term Sleep Reduction
Long-Term Reduction of Nightly Sleep
Long-Term Sleep Reduction by Napping
Long-Term Sleep Reduction: A Personal Case Study
The Case of the Author Who Reduced His Sleep
Effects of Short Sleep Times on Health
Conclusion
Chapter 15: Drug Addiction and the Brain’s Reward Circuits
Chemicals That Harm with Pleasure
Case of the Drugged High School Teachers
15.1 Basic Principles of Drug Action
Drug Administration and Absorption
Drug Penetration of the Central Nervous System
Mechanisms of Drug Action
Drug Metabolism and Elimination
Drug Tolerance
Drug Withdrawal Effects and Physical Dependence
Addiction: What Is It?
15.2 Role of Learning in Drug Tolerance
Contingent Drug Tolerance
Conditioned Drug Tolerance
Thinking about Drug Conditioning
15.3 Five Commonly Abused Drugs
Tobacco
Alcohol
Marijuana
Cocaine and Other Stimulants
The Opiates: Heroin and Morphine
Comparison of the Hazards of Tobacco, Alcohol, Marijuana, Cocaine, and Heroin
The Drug Dilemmas: Striking the Right Balance
15.4 Biopsychological Approaches to Theories of Addiction
Physical-Dependence and Positive-Incentive Perspectives of Addiction
From Pleasure to Compulsion: Incentive-Sensitization Theory
Relapse and Its Causes
15.5 Intracranial Self-Stimulation and the Pleasure Centers of the Brain
Fundamental Characteristics of Intracranial Self-Stimulation
Mesotelencephalic Dopamine System and Intracranial Self-Stimulation
15.6 Early Studies of Brain Mechanisms of Addiction: Dopamine
Two Key Methods for Measuring Drug-Produced Reinforcement in Laboratory Animals
Early Evidence of the Involvement of Dopamine in Drug Addiction
Nucleus Accumbens and Drug Addiction
Support for the Involvement of Dopamine in Addiction: Evidence from Imaging Human Brains
Dopamine Release in the Nucleus Accumbens: Reward or Expectation of Reward
15.7 Current Approaches to Brain Mechanisms of Addiction
Brain Mechanisms of Addiction: Recent Developments
Structures that Mediate Addiction: The Current View
15.8 A Noteworthy Case of Addiction
The Case of Sigmund Freud
Chapter 16: Lateralization, Language, and the Split Brain: The Left Brain and the Right Brain of Language
16.1 Cerebral Lateralization of Function: Introduction
Discovery of the Special Contributions of Left-Hemisphere Damage to Aphasia and Apraxia
Tests of Cerebral Lateralization
Discovery of the Relation between Speech Laterality and Handedness
Sex Differences in Brain Lateralization
16.2 The Split Brain
Groundbreaking Experiment of Myers and Sperry
Commissurotomy in Human Epileptics
Evidence That the Hemispheres of Split-Brain Patients Can Function Independently
Cross-Cuing
Doing Two Things at Once
The Z Lens
Dual Mental Functioning and Conflict in Split-Brain Patients
The Case of Peter, the Split-Brain Patient Tormented by Conflict
Independence of Split Hemispheres: Current Perspective
16.3 Differences between the Left and Right Hemispheres
Slight Biases versus All-or-None Hemispheric Differences
Examples of Cerebral Lateralization of Function
What Is Lateralized--Broad Clusters of Abilities or Individual Cognitive Processes?
Anatomical Asymmetries of the Brain
Theories of Cerebral Lateralization of Function: Why Did Cerebral Lateralization Evolve?
The Case of W.L., the Man Who Experienced Aphasia for Sign Language
16.4 Cortical Localization of Language: The Wernicke-Geschwind Model
Historical Antecedents of the Wernicke-Geschwind Model
The Wernicke-Geschwind Model
16.5 Evaluation of the Wernicke-Geschwind Model
Effects of Damage to Various Areas of Cortex on Language-Related Abilities
Electrical Stimulation of the Cortex and Localization of Language
Current Status of the Wernicke-Geschwind Model
16.6 Cognitive Neuroscience Approach to Language
Functional Brain Imaging and the Localization of Language
16.7 Cognitive Neuroscience Approach to Dyslexia
Developmental Dyslexia: Causes and Neural Mechanisms
Developmental Dyslexia: Cultural Diversity and Biological Unity
Cognitive Neuroscience Analysis of Reading Aloud: Deep and Surface Dyslexia
The Case of N.I., the Woman Who Read with Her Right Hemisphere
Chapter 17: Biopsychology of Emotion, Stress, and Health: Fear, the Dark Side of Emotion
17.1 Biopsychology of Emotion: Introduction
Early Landmarks in the Biopsychological Investigation of Emotion
The Mind-Blowing Case of Phineas Gage
A Human Case of Kluver-Bucy Syndrome
Emotions and the Autonomic Nervous System
Emotions and Facial Expression
17.2 Fear, Defense, and Aggression
Types of Aggressive and Defensive Behaviors
Aggression and Testosterone
17.3 Neural Mechanisms of Fear Conditioning
Amygdala and Fear Conditioning
Contextual Fear Conditioning and the Hippocampus
Lateral Nucleus of the Amygdala and Fear Conditioning
17.4 Stress and Health
The Stress Response
Animal Models of Stress
Stress and Gastric Ulcers
Psychoneuroimmunology: Stress, the Immune System, and the Brain
Early Experience of Stress
Stress and the Hippocampus
17.5 Brain Mechanisms of Human Emotion
Specific Role of the Amygdala in Human Emotion
The Case of S.P., the Woman Who Couldn’t Perceive Fear
Specific Role of the Medial Prefrontal Lobes in Human Emotion
Lateralization of Emotion
Individual Differences in the Neural Mechanisms of Emotion
The Case of Charles Whitman, the Texas Tower Sniper
Chapter 18: Biopsychology of Psychiatric Disorders: The Brain Unhinged
18.1 Schizophrenia
The Case of Lena, the Catatonic Schizophrenic
What Is Schizophrenia?
Causal Factors in Schizophrenia
Discovery of the First Antischizophrenic Drugs
Dopamine Theory of Schizophrenia
Current Research on the Neural Basis of Schizophrenia
18.2 Affective Disorders: Depression and Mania
The Case of P.S., the Weeping Widow
Major Categories of Affective Disorders
Causal Factors in Affective Disorders
Discovery of Antidepressant Drugs
Brain Pathology and Affective Disorders
Theories of Depression
Antidepressant Effect of Sleep Deprivation and Exercise
18.3 Anxiety Disorders
The Case of M.R., the Woman Who Was Afraid To Go Out
Five Classes of Anxiety Disorders
Etiology of Anxiety Disorders
Pharmacological Treatment of Anxiety Disorders
Antidepressant Drugs
Animal Models of Anxiety
Neural Bases of Anxiety Disorders
18.4 Tourette Syndrome
The Case of R.G.--Barking Mad
What Is Tourette Syndrome?
Study of the Neuropathology of Tourette Syndrome
Brain Mechanisms of Tourette Syndrome
Treatment of Tourette Syndrome
The Case of P.H., the Neuroscientist with Tourette Syndrome
18.5 Clinical Trials: Development of New Psychotherapeutic Drugs
Clinical Trials: The Three Phases
Controversial Aspects of Clinical Trials
Effectiveness of Clinical Trials
The Case of S.B., the Biopsychology Student Who Took Control
Biopsychologyclearly presents the fundamentals of the study of the biology of behavior and makes the topics personally and socially relevant to the student. The defining feature of Biopsychology is its unique combination of biopsychological science and personal, reader-oriented discourse. Rather than introducing biopsychology in the usual textbook fashion, it interweaves the fundamentals of the field with clinical case studies, social issues, personal implications, and humorous anecdotes. It tries to be a friendly mentor that speaks directly to the reader, enthusiastically relating recent advances in biopsychological science.
John Pinel, the author of Biopsychology, obtained his PhD from McGill University in Montreal. He worked briefly at the Massachusetts Institute of Technology before taking up his current position at the University of British Columbia in Vancouver. Professor Pinel is an award-winning teacher and the author of over 200 scientific papers; however, he feels that Biopsychology is his major career-related accomplishment. “It ties together everything that I love about my job: students, teaching, writing, and research.”
When asked about his personal interests, Professor Pinel speaks glowingly of his partner, Maggie, and son, Greg. The high quality of the illustrations in Biopsychology is largely attributable to the effort and talents of Maggie, who is an artist and technical writer. Greg is currently completing his PhD at the London School of Economics, specializing in social and educational programs for indigenous peoples.
“I get most of my exercise by rehearsing and performing West African drum rhythms,” Professor Pinel says. “For a peak mental and physical experience, a bit of Kpanlogo with my friend, Nigerian drum master Kwasi Iruoje is hard to beat.” Most of Professor Pinel’s relaxation comes from cuddling his cats, Sambala, Rastaman, and Squeak.
Excerpt from a letter to the author (used with
permission): Dr. Pinel, OUTSTANDING!!!!! I am a
student at Walden University in the PhD Psychology program, I live
in Michigan. I must admit, when I first heard that I would
have to take Biopsychology I was not happy as I gasped for
breath. I had already made up in my mind that it would prove
to be a difficult course and I would probably have to drop the
course. However, surprisingly, I found that your ease of
writing in talking with the student proved me wrong. I
actually LOVED the textbook. It was as if you were talking
right to me in a manner in which I could easily comprehend. I
never thought of learning about the human brain before taking the
class, but must admit, it has to this point in my program been one
of my favorites. I wanted to say thank you, thank you,
thank you. You opened up a new world to me. I just
started teaching at a local college this year and I tell you,
having taken Biopsychology has truly prepared me to teach general
psychology and other classes within the counseling cohort. I
am still amazed at how much information I have retained due to the
colorful illustrations and ease of reading. Though I am in a
doctorate program, and the program is truly rigourous, having read
your text was a breath of fresh air. Top quality education
with all of the learning tools needed for todays adult
learners. Continued success to you on your endeavors.
By the way, thanks for all of the stories including yours that you
shared. Sincerely grateful,"- Michelle Brown, Ph.D. candidate
at Walden University Excerpt from a letter to the
author (used with permission):"I am currently a 2nd
year Psychology student at the University of Western Ontario
and I am taking a Biopsychology class...I have to say what an
amazing text this is... I recently switched majors
from physiology/medical sciences to psychology and I was confused
for a while about what I liked more: biological sciences or
psychology. I didn't know I could combine them until I read your
textbook. Your book was inspirational for me and I now have a
clearer, more defined idea of what I would like to do with my
degree and future endeavours. Thank you very much for writing such
an interesting textbook that was so clearly aimed to help students
understand and appreciate biopsychology. I honestly attribute my
new-found interest in biopsychology to the amazing work you
put in to this text. Too bad I am several provinces away from B.C,
I would have loved to be in one of your classes! Thank
you again and I hope to read more of your work in the
future." - Tannis, student at University of Western
Ontario Excerpt from a letter to the author (used with
permission):
"I am doing a Graduate Diploma in Psychology in Brisbane, Australia
and just wanted to say that your textbook is particularly
interesting and stimulating. I can see that there is passion
and clarity in every chapter and your own experiences with the
tumour as relayed in Chapter 10 was fascinating. It’s good to
know that some texts can have that “human” factor, and this really
makes an impact on the reader. " - Simon, student at Brisbane,
Australia Excerpt from a letter to the author (used with
permission):"Dr. Pinel: I just completed a Physiological
Psychology class at Chapman University College. Your
Biopsychology text was required for the class. It was the
BEST textbook I have ever used. I'm 51 years old and have
taken many classes in my life so that's saying a heck of
lot!!! Believe me, I have certainly never written to the
author to complement him on the text. You made me laugh out
loud on more than one occasion. Thank you, thank you,
thank you for making a tough class enjoyable."- Eileen, student at
Chapman UniversityExcerpt from a letter to the author (used with
permission):"I have just finished reading your book and wanted to
thank you for writing it. I like the way you presented the
information as if you were "chatting" with me. It was very easy to
understand and a fun read. I especially liked all the vignettes and
diagrams. They helped me to visualize and understand the topic you
were discussing. I also reviewed the CD after every chapter I read
and found it to be a helpful tool in preparing for my exams. Before
taking this class I was very nervous and unsure of whether or not I
would be able to grasp the information. Now class is almost over
and I have a 95% in my class. I am taking my final exam tomorrow
and I am confident I will do well. I feel that my understanding of
the information in your book was due to the way it was written. It
was very relaxed and personal, a goal you strived for in writing
this book. So again, thanks for sharing your knowledge with
me." - Priscilla, student at Chapman UniversityExcerpt from a
letter to the author (used with permission):"Dr. Pinel, I am a
student who has just completed a Biopsychology course designed
around your textbook (6th ed.) at Birmingham-Southern
College. To confess my initial thoughts, I largely began this
course because it is one of the requirements of my Psychology major
and I gazed rather unexcitedly upon the cover of your textbook,
assuming it to be like some of the other repetitive, over-written
books I had become accustomed to during my three years at this
college. However, as I delved a little deeper into the
subject matter, exploring topics from sex and hormones to sleep
cycles to neuroplasticity, I began to realize that your textbook is
unlike any I had ever used. Not only is the research you
include very pertinent to the subject and thought-provoking, but
you seem to take the time to include personal notes, stories, and
anecdotes that truly set your work apart from other texts. I
can tell that Psychology is a field that really excites you, and in
turn, I am more excited about my major. I just wanted to send
you this small token of my graditude and a thanks for changing my
mind about Psychology. - Jeff Tullis, Birmingham-Southern
College 2008" Excerpt from a letter to the author
(used with permission): "Dr. Pinel: What a fabulous
textbook on neuropsychology. I never thought I would use the words
"fabulous textbook" and "neuropsychology" in the same
sentence, but there it is. I can't tell you how surprised
and delighted I was to read the book you wrote. The topic can
be a bit obtuse, (there is an understatement!), but you
have an incredible talent for making it not just tolerable,
but interesting and even compelling. Anyway, since I tell
everyone else about what a wonderful book Biopsychology is I
thought it only appropriate that I tell you as well. Thank you for
writing such a profound and easily understood book about a topic
that is so challenging to comprehend." -Vic Napier
 |
Ask a Question About this Product More... |
|
